Abstract

This study aimed to develop and evaluate Grade 7 English instructional modules using the 4As Model (Activity, Analysis, Abstraction, Application) integrated with 21st-century skills. Conducted at Balite National High School and San Francisco National High School in Surigao del Norte, Philippines, the study involved 154 Grade 7 students and 11 English teachers selected through purposive sampling. Data were gathered using a researcher-made questionnaire to assess the module's effectiveness in addressing learners' needs and promoting 21st-century competencies. Findings revealed that students prioritized listening and reading comprehension skills, while challenges in vocabulary and grammar pointed to foundational learning gaps. Students recognized Critical thinking as a key academic skill, and teachers expressed strong agreement on the effectiveness of the module's instructional strategies. Experts validated the module's high effectiveness, particularly in integrating 21st-century skills. Students and teachers found the materials engaging and beneficial to comprehension and critical thinking. Pretest-posttest results confirmed a significant improvement in student performance, indicating the module's positive impact on learning outcomes. The study concludes that refining the module in terms of curriculum alignment, differentiated instruction, and assessment strategies will further enhance its effectiveness in meeting the diverse needs of learners in English education.